Authors :
Aljess R. Eugenio; Christine N. Ferrer
Volume/Issue :
Volume 8 - 2023, Issue 6 - June
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://tinyurl.com/yu89tbkr
DOI :
https://doi.org/10.5281/zenodo.8149196
Abstract :
Studies on language curriculum frameworks
and the way they are implemented have been under the
spotlight for decades which paved the way for debates on
their effectiveness and implications to a nation’s status on
the global stage, particularly on the performance of the
learners in international assessments like ILSA, PISA,
TIMSS. Currently, the Programme for International
Student Assessment (PISA), an international study by the
Organisation for Economic Cooperation and Development
(OECD) released the results of the 2018 data collection of
the said assessment on December 3, 2019. Hongkong got
the 4-10-4 rank in Mathematics, Science and Reading,
respectively while the Philippines ranked 77-78-78 in the
same subjects, that is out of 79 participating countries.
Concentrating on Reading Comprehension, which is
undeniably on the shoulders of language teaching, Hong
Kong posted better results than Philippines. In consonance
with this, presently, Philippines’ Department of Education
(DepEd) is implementing the K-12 curriculum where the
Language Arts and Multiliteracies (LAMC) scaffolds the
language curriculum of the country. On the other hand,
Hong Kong’s Education Bureau (EDB) is implementing
the Chinese Language Education Curriculum (CLEC) as
their language framework. In connection, this study
reviews the implementation of the aforementioned
language curriculum to come up with a comparative
analysis. Specifically, it focuses on curriculum aims in
relation to language learning; curriculum framework
comparison: LAMC and CLEC, implementation of the
LAMC and CLEC, effectiveness of the frameworks
including the challenges met in classroom application and
the implications to international assessments.
Furthermore, this study seeks to provide references for
future related studies and help the teachers and related
educational policymakers realize, recognize, evaluate the
issues, and take effective measures to advance the language
curriculum set-up in the country mainly to compete
internationally and globally and rank higher or advanced
in international student assessments. This study also
underscores what should be investigated further to
improve this particular discipline.
Keywords :
Language Arts and Multiliteracies Curriculum, Chinese Language Education Curriculum, Curriculum Framework.
Studies on language curriculum frameworks
and the way they are implemented have been under the
spotlight for decades which paved the way for debates on
their effectiveness and implications to a nation’s status on
the global stage, particularly on the performance of the
learners in international assessments like ILSA, PISA,
TIMSS. Currently, the Programme for International
Student Assessment (PISA), an international study by the
Organisation for Economic Cooperation and Development
(OECD) released the results of the 2018 data collection of
the said assessment on December 3, 2019. Hongkong got
the 4-10-4 rank in Mathematics, Science and Reading,
respectively while the Philippines ranked 77-78-78 in the
same subjects, that is out of 79 participating countries.
Concentrating on Reading Comprehension, which is
undeniably on the shoulders of language teaching, Hong
Kong posted better results than Philippines. In consonance
with this, presently, Philippines’ Department of Education
(DepEd) is implementing the K-12 curriculum where the
Language Arts and Multiliteracies (LAMC) scaffolds the
language curriculum of the country. On the other hand,
Hong Kong’s Education Bureau (EDB) is implementing
the Chinese Language Education Curriculum (CLEC) as
their language framework. In connection, this study
reviews the implementation of the aforementioned
language curriculum to come up with a comparative
analysis. Specifically, it focuses on curriculum aims in
relation to language learning; curriculum framework
comparison: LAMC and CLEC, implementation of the
LAMC and CLEC, effectiveness of the frameworks
including the challenges met in classroom application and
the implications to international assessments.
Furthermore, this study seeks to provide references for
future related studies and help the teachers and related
educational policymakers realize, recognize, evaluate the
issues, and take effective measures to advance the language
curriculum set-up in the country mainly to compete
internationally and globally and rank higher or advanced
in international student assessments. This study also
underscores what should be investigated further to
improve this particular discipline.
Keywords :
Language Arts and Multiliteracies Curriculum, Chinese Language Education Curriculum, Curriculum Framework.
