Special Filipino Curriculum (SFC): Isang mungkahing kurikulum sa Filipino para sa Dayuhang mag-aaral
Main Article Content
Keywords
Second language, curriculum development, personalized education, foreign, Filipino, education
Abstract
ABSTRACT
Nakatuon ang pananaliksik sa pagbuo ng kurikulum para sa kursong Special Class sa Filipino (SCF). Nilalayon nitong matukoy ang pangangailangan ng mga dayuhang mag-aaral ng Filipino; maisa-isa ang mga kasanayang lilinangin ng kurikulum; makapaglahad ng mga mungkahing estratehiya, gawain, at ebalwasyon sa bawat aralin; at mataya ang nabuong kurikulum. Upang maisagawa ito, nagkaroon ng talakayan o focused group discussion (FGD) para sa mga guro at mag-aaral ng SCF ng Saint Pedro Poveda College upang matiyak ang mga paksang lilinangin ng kurikulum. Pinasuri rin ang nabuong kurikulum sa tatlong dalubhasang pawang may karanasan sa pagtuturo ng Filipino sa mga dayuhang mag-aaral at may digring doktoral sa kurikulum, linggwistika, at literatura sa wikang Filipino. Mula rito, nalaman na labis na pinahahalagahan ng mga dayuhan ang paggamit ng Filipino sa pagbabahagi ng ideya at pag-unawa sa kanilang kapwa. Nakatuon naman ang mga guro ng ikalawang wika sa pag uugnay ng pagpapahalaga at kulturang Pilipino sa mga aralin. Iminumungkahi ng pananaliksik na magkaroon ng tracer study para sa mga mag-aaral ng kurso na may tuon sa pagalam sa kapakinabangang naging dulot nito sa larangang kanilang napili.
ABSTRACT
The focus of the research is to develop a curriculum for Special Filipino Class (SFC). It aims to look into the needs of foreign students; enumerate the competencies that shall be developed by the curriculum; and evaluate the effectiveness of the curriculum. Teachers and students of SFC in Saint Pedro Poveda College were used in the Focused Group Discussion (FGD) in order to identify topics to be developed in the curriculum. Three experts evaluated the created curriculum Results of the evaluation revealed that the foreign students who are studying Filipino give much importance in sharing their ideas and understanding people around them, thus making them more practical in choosing the lessons and activities to do. On the other hand, the second language teachers focus on the teaching of Filipino values and culture embedded in their lessons. The study further recommends that there shall be a tracer study for the students who underwent the program to know the impact of what they have learned in the course on the field they chose after high school.
References
Cook, V. (2001). Second language learning and language teaching (3rd edition). New York, NY: Oxford University Press, Inc.
Del Rosario, L. (2010). Personalized education program with special needs in Saint Pedro Poveda College: An evaluation. (Tanging Proyekto). Philippine Normal University, Taft Avenue, Manila.
Department of Education. (1994). Placements of transferees from foreign countries seeking admission to Philippine elementary and secondary schools. Nakuha mula sa: http://www.deped.gov.ph/orders/do-26-s-1994.
Krashen, S. (1984). Second language acquisition and second language learning. Tarrytown, NY: Pergamon Press Ltd.
Mangali, G. (2012).Teaching strategies and classroom management in Biology and other Science classes using Poveda's personalized education program. (Tesis sa Antas Panggradwado). Philippine Normal University, Taft Avenue, Manila.
Nunan, D. (2009). Second language teaching and learning. Pasig City: Cengage Learning Asia Pte Ltd.
Official Gazette. (2013). Implementing rules and regulations of the enhanced basic education act of 2013. Nakuha mula sa: http://www.gov.ph/2013/09/04/irrrepublic-act-no-10533/.
Pacia, C. (2003). Personalized education. Ortigas, Quezon City: Center For Educators Formation Publications.
Ramos, T. & Mabanglo, R. (2012). The language learning framework for teachers of Filipino. Journal of Southeast Asian Language Teaching. 1-54. http://cotseal.net/cotseal/pages/documents/Journal_of_SEA_Filipino_2012.pdf.
Rapirap, R. (1995). Isang pag-aaral sa kakayahang berbal ng mga traylinggwal na mag-aaral ng Poveda learning centre (Tanging Proyekto). Philippine Normal University, Taft Avenue, Manila.
Taba, H. (1962). Curriculum development: Theory and practice. NY: Harcourt, Brace and World, Inc.Unruh, G. & Unruh, A. (1984). Curriculum development: Problems, processes,and progress. Berkeley, CA: McCutchan Publishing Corporation.
Van Lier, L. (1996). Interaction in the language curriculum: awareness, autonomy, and authenticity. NY: Longman Publishing.
Yule, G. (1985). The study of language: An introduction. New York, NY: Cambridge University Press.
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.