Spanish language in the philippine curriculum

Intensive teaching of geography Government established normal school for future teachers Courses include Methods of teaching, practice teaching, psychology, mathematics, language, science, history and government, social sciences, P. A contributory factor was widely reported brutalities that ushered in the Japanese occupation that the Filipinos did not experience with the same degree during the American period. Inculcate moral and spiritual values inspired by an abiding faith in God To develop an enlightened, patriotic, useful and upright citizenry in a democratic society Conservation of the national resources Perpetuation of our desirable values Promote the science, arts and letters Great experiments in the community school and the use of vernacular in the first two grades of the primary schools as the medium of instruction were some of them.

Spanish language in the philippine curriculum

This special program was initially offered at the third and fourth year high school levels in 14 pilot schools in After five years of rigid implementation by highly trained and committed Filipino-teachers, Spanish has become the biggest SPFL program of DepEd, overtaking other foreign language programs in terms of expanding the career opportunities and possibilities for employability among high school students under the new K to 12 education system in 72 public secondary schools.

Spanish language in the philippine curriculum

The rapid assessment facilitated by SEAMEO INNOTECH aimed to determine the current status and best practices of the SPFL in Spanish and identify areas for possible improvement and future development in the context of four domains namely 1 organization and management, 2 curriculum and assessment, 3 teaching and learning process, and 4 community support and participation.

Another value-proposition was to assess the readiness of schools to serve as Centers of Excellence COEs for the expansion schools beginning and to identify new COEs.

The study was comprehensive and employed a number of quantitative and qualitative assessment tools to check the validity and reliability of data and information gathered. The key findings were analysed using the aforementioned four domains of SPFL education.

Are the Filipino students in public secondary schools learning Spanish? Tests on student language proficiency reveal that majority of the students who took the Level A1 diagnostic test achieved a bien proficiency level while those who took the Level A2 received below bien.

The oral language proficiency of the students ranged from Novice Low to Novice High. Another milestone of success of the program is the creation and establishment of Centers of Excellence COEs in Spanish teaching which are tasked to lead other implementing schools in popularizing the Spanish language and culture as a potential career pathway for high school graduates of the 21st century.

There were pockets of monitoring done to determine the progress of SPFL in Spanish, in the first five years. As the program advances and expands, there was a clear need to assess and evaluate whether the pre-set goal of improving the teaching of Spanish language and culture has been achieved given the series of trainings and other capacity-building programs provided by the Instituto Cervantes and other partner-universities in Spain.

However, like any new initiative, there is scope for further improvement to address challenges, problems and other issues experienced to date. Many of these problems stem from the lack of a national standard curriculum as a roadmap for other instructional dimensions of the program e.

The Spanish period

With the development of the new K to 12 language curriculum this major deficiency of the program has been addressed. However, there is now a need to review and revise all program elements to ensure they are aligned with the competencies and standards set down in the new curriculum.

Teachers will also need to be trained on the implementation of the new curriculum and how it is to be operationalized in the other instructional elements.

The other major challenge is the ambiguous set of policies and operational guidelines of the program resulting in significant variations in implementation at the school level. This needs to be addressed by DepEd through the formulation and dissemination of a comprehensive set of program implementing rules and regulations in the form of a Manual of Operations, informed by the lessons learned from the pilot experiences over the past five years.

Without doubt, the successes and accomplishments achieved by the program to date and documented in this report have been largely due to the high level of commitment, passion for learning and self-sacrifice of the teachers involved.

Their exceptional level of motivation and commitment in implementing the program helped surmount the problems of lack of funds and instructional materials, limited resources to support teacher training and uneven level of support from the DepEd field offices and other stakeholders.

Spanish language in the philippine curriculum

To fully develop the competencies of all Spanish students, issues and recommendations affecting the four domains of quality education should be carefully examined, prioritized, timely addressed and mitigated by DepEd as presented in the following excerpts: This includes the need to rationalize and strengthen program policies related to school and teacher selection criteria, subject nomenclature, unit credits, time allotment, grading system, capacity building trainings, and most importantly a policy on how best to implement the new SPFL curriculum within the realm of K to 12 education reform.

The policies should be made more clear and specific to ensure common understanding and interpretation of its implementation at the school level particularly in the following key improvement areas:Tagalog (/ t ə ˈ ɡ ɑː l ɒ ɡ /; Tagalog pronunciation: [tɐˈɡaːloɡ]) is an Austronesian language spoken as a first language by a quarter of the population of the Philippines and as a second language by the majority.

[citation needed] Its standardized form, officially named Filipino, is the national language of the Philippines, and is one of two official . Diversity, Multicultural & Social Justice Quotations/Quotes. Index: A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y.

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Diversity, Multicultural & Social Justice Quotations/Quotes

Science and math subjects as well as English language and literature classes were taught in English while the rest were taught in Filipino. From to the present The bilingual policy in education was reiterated in the Constitution of the Philippines.

Are Japanese speakers at a disadvantage because their language is so complex? It's not fair to say Japanese people are retarded.

ADDITIONAL MEDIA

But then, life's not fair. Spanish was first introduced to the Philippines in , when the conquistador, Miguel López de Legazpi, founded the first Spanish settlement on the island of Cebú.

The Philippines, ruled first from Mexico City and later from Madrid, was a Spanish territory for years (–). Schooling was .

History - Philippine Information on Education