Approaches to Teaching Reading: A Philippine Perspective

Approaches to Teaching Reading:A Philippine Perspective

Development of a Four Pronged Approach

1982 Education Act

Program for Decentralized Education

Basic Education Curriculum

Secondary Education Development Program that brought PRODED to the Secondary Education System

3

Subject Nomenclature and Description of English

is concerned with developing in the learners competencies in listening, speaking, reading, and writing.

Pupils achieve the desired level of competence when they are motivated to LEARN and USE the LANGUAGE.English as a subject

Used as content in English for Grades 1 and 2 but NOT to the extent of neglecting the content of English books for grade.Pupils shall be taught appropriate literary materials such as JINGLES, RHYMES, POEMS, DIALOGUES, STORIES, ETC. suited to their GRADE LEVEL or INTEREST.Science and Health will be

is concerned with developing competence in LISTENING, SPEAKING, READING, and WRITING.

English as a subject

LISTENINGis an information-processing act.

SPEAKING includes skills in using the language expressions and grammatical structures correctly in oral communication

READINGis getting meaning from the printed page.-Vocabulary-comprehension-literary appreciation-study skills

WRITINGincludes writing readiness skills, guided writing, functional and creative writing.

The threshold in reading.- At the end of the third grade, every child is expected to be a reader.

GRADE III is considered

recognize differences in speech sounds, word stress, intonation patterns in sentence heard.speak clearly and use appropriate expressions in talkingread with ease and understanding beginners book in Englishwrite legibly information about oneself and simple sentencesAt Grade 1, the learner is expected to

Listen critically to 1-2 paragraphsuse appropriate expressions in varied situations and about places and topics of interestRead critically and fluently in correct thought units, texts for information and entertainment.

At Grade 2, the learner is expected to

Respond properly to environmental prints like signs, posters, commands, and requests.Write legibly simple sentences and messages in cursive form.

At Grade 2, the learner is expected to (continuation)

Listen critically to get information from text heardDemonstrate independence in using the basic language structure in oral and written communicationRead with comprehension

At Grade 3, the learner is expected to

Listen critically to new reports, radio broadcasts and express ideas accurately in oral and written formDemonstrate more independence in the use of language to meet everyday needs.Read independently for pleasure and get information from various text types.

At Grade 4, the learner is expected to

Listen critically to different text typesExpress ideas logically in oral and written formsDemonstrate interest in reading to meet ones various needs.

At Grade 5, the learner is expected to

Listen critically; communicate ones feelings and ideas orally and in writing with a high level of proficiency.Read various text types materials to serve ones own learning needs in meeting a wide range of lifes purposes.At Grade 6, the learner is expected to

Goals in Teaching English Language

Linguistic CompetenceSociolinguistic CompetenceDiscourse CompetenceStrategic CompetenceFour Communicative Competence Areas as Goals

COOKs Open-Ended List of Goals of Language Teaching

Self-developmentA method of training new cognitive processesA way-in to the mother-tongueAn entre to another cultureA means of communicating with those who speak another languageThe promotion of intercultural understanding and peaceThis includes:

Goals in Teaching Reading

Developing students awareness of the reading process and reading strategiesAllowing students to practice the full repertoire of reading strategies by using authentic reading tasksAre identified as

Working with reading tasks in classPractice reading strategies in class and outside of class in the students reading assignments

Are identified as (Continuation)

Encouraging students to evaluate their comprehension and self-rapport their use of language.Encouraging the use of language skills and the use of reading strategies through the target Langauage. Are identified as (Continuation)

Language Acquisition (LA)

The Acquisition Language Acquisition Language LearningThe Natural Order HypothesisMonitor Hypothesis

Monitor Hypothesis

Learned Competence(the monitor)Acquired CompetenceOutput

The Input HypothesisThe Affective Filter Hypothesis

Operation of the Input and Affective FilterFilterInputOutputLAD

8 Principles of Language Learning

Learners can learn a language best when they are treated as individuals with their own needs and interest.1. Learner-Centered

The teacher should design activities which interest the majority if not all of the learners.

(Continuation)

These activities are varied and novel since every class is of unique individuals(Continuation)

Learners learn best when they are provided with opportunities to participate in communicative use of the target language2. Active-Involvement

Learners will learn how to use the language purposefully only by being provided with variety of opportunities

(Continuation)

Learners learn best when they are exposed to communicative data, which are comprehensible and relevant to their needs and interest.3. Immersion

It is exposing them to different language functions such as requesting, interviewing, responding to questions, etc.(Continuation)

Learners learn best when they focus deliberately on various language forms, skills, and strategies 4. Focusing

Limitations in time suggests that teachers should focus on the skills and strategies (Continuation)

Learners learn a language best when they are exposed to socio-cultural data and direct experience of the culture embedded5. Socio-Cultural

Language is linked with the culture that they reflect.(Continuation)

The teachers job is to build a bridge between the learners own culture and the target language.(Continuation)

Learners learn a language best when they become aware of the role and the nature of language and of culture.6. Awareness

Language activities can enable the learners to become aware of the power of language as a means of gaining access to other people(Continuation)

Learners learn a language best when they are provided with appropriate feedback about their progress.7. Assessment

Teachers should encourage the learners to become involved in the assessment process.(Continuation)

Learners learn a language best when they are provided with opportunities to manage their own learning.7. Responsibility

Teachers should foster the development of learning how-to-learn skills(Continuation)