Implementation of Korean and Other Foreign Languages in School

IMPLEMENTATION OF KOREAN AND OTHER FOREIGN
LANGUAGES IN SCHOOL
The Department of Education assured the public studying of Korean and
other foreign languages is only an option given to students and is not intended
to replace Filipino subject in the basic education curriculum.
Aside from Korean, DepEd also implements Special Program in Foreign
Language (SPFL) classes in Spanish, French, German, Chinese, and Japanese in
all public schools.
Education Secretary Leonor Briones maintained the subject Filipino
remains as one of the core subjects in basic education. Filipino will continue as
the medium of instruction for Araling Panlipunan and Edukasyon sa
Pagpapakatao.
The inclusion of the Korean language in the SPFL was formalized in June
2017 under a memorandum of agreement (MOA) between the Philippines and
South Korea.
As early as school year 2009-2010, DepEd has seen the need to develop
the foreign language skills of students. SPFL is one of the six special programs
being offered by the department to cater to multiple intelligences of the
students, as well as to help equip them with the necessary skills.
DepEd has partnered with the Korean Cultural Center, Embassy of Spain,
Spanish Agency for International Development Cooperation Filipinas, Instituto
Cervantes, Japan Foundation, the Embassy of France, Goethe-Institut
Philippinen, and Confucius Institute-Angeles University Foundation in training SPFL
teachers.
Advantages:
 Better Understanding of Korean Culture and other foreign countries
 Boost your brain power
 Improve Personal and Business Relationships
 New opportunities
Disadvantages:
 Not all people understand and can comprehend Korean and other
foreign languages
 We may forget our own language if so
 More difficult subject to learn
 It gives another tasks for teachers
In short, we don’t need to be competitive, comparing ourselves to other
countries because we our own language. We must study deeply our own
language rather than studying other languages which are not very important.
We must proud of our language and show to the world that Filipino is only a
language, it is a heart of every person who can speak it.
HAVING LIMITATION OF ENROLLEES IN EVERY PUBLIC
UNIVERSITIES IN THE PHILIPPINES
The limitation of something is the act or process of controlling
or reducing it. A limitation on something is a rule or decision which prevents that
thing from growing or extending beyond certain limits. A limitation on something
is a rule or decision which prevents that thing from growing or extending beyond
certain limits. A limitation is a fact or situation that allows only some actions and
makes others impossible.
A University is an institution of a higher education and research which
awards academic degrees in various academic disciplines. Universities typically
provide undergraduate education and postgraduate education.
The word university is derived from the Latin universitas magistrorum et
scholarium, which roughly means "community of teachers and scholars". While
antecedents had existed in Asia and Africa, the modern university system has
roots in the European medieval university, which was created in Italy and
evolved from Catholic Cathedral schools for the clergy during the High Middle
Ages.
Having limitation of enrollees in every public Universities in the Philippines is
very common when the rates of enrollees are increases. Some Universities are
limits their enrollees so that they can focus and give the quality education to
them. Some Universities limits their enrollees to maintain their popularity in
discipline and order.
Many parents are not satisfied in this activity. Some of them are asking
why they should do that? Why is it they need to sacrifice the future of the
students in order to meet their popularity?
Limitations of enrollees are also limiting the rights of a student to be in
school. In beside of that, it has also advantages. First is to maintain the peace
and order of the university, less students less the probability of having conflict.
Second is that they can focus on every students, less students more the
probability of quality education. Third is to make sure that every student can
make used of their facilities.
Limitation of enrollees has so many disadvantages, one of that is when
you limit them you are selfish. Selfish in which you are preventing them to learn.
You are also called bias because you are giving only the opportunity to those
who comes first. There are so many conflicts of having limitation of enrollees in
public universities. But it depends on you on how to define it.
WHY TEACHING FOR PEACE IS MORE DIFFICULT?
Peace seems very elusive. For many years now, many groups have
advocated peace and yet peace has not been totally achieved. How do we
make peace less abstract? How do we know we have achieved peace? How
do we make rubrics to check if peace has been truly achieved?
Students are discussing the nature of peace. In particular, in small groups
they are identifying and sharing personal experiences of peace: moments of
joy, shared, endeavor, giving and receiving, creating and celebrating. They
then brainstorm some of the main obstacles of peace: fear, prejudice,
aggression, indoctrination.
If our schools today are to produce truly global citizens, then that puts a
heavy burden on educators to stimulate critical thinking about the critical issues
of the day – war and peace, global conflict and inequality, issues of gender,
race, class, and so on. It’s a long list. Teaching for Peace is a new web resource
where we bring it all together, and provide easy-to-use, practical classroom
lessons as well as comprehensive links to resources for peace education.
Peace education is the process of promoting the knowledge, skills,
attitudes and values needed to bring about behavior change that will enable
children, youth and adults to prevent conflict and violence, both overt and
structural; to resolve conflict peacefully; and to create the conditions conducive
to peace, whether at an interpersonal, intergroup, national, or international
level.
Teaching for peace is more difficult because you are not just teaching
them the entire topic but you are also teaching them the proper values and
attitudes. Sometimes you are not just a teacher but you are also a guidance
councilor, nurse and even parents. Teaching for peace is not just a topic it is a
responsibility of every teacher to do it. Every classroom must have peace so that
the process of learning easily flowed.
Teaching peace education is not easy task to accomplish. The success of
doing it relies heavily on the content and the process of teaching it. If peace
education must be successful, the recommended approaches and
methodologies to teach the subject as follows:
 Cooperative and Collaborative Learning
 Critical Pedagogy
 Inquiry Methodology or Problem Solving
 Emphasis of Conceptual Frameworks
 Conflict Analysis and Responses
 Civil Society Participation
ARTICLE
SUBMIITED BY:
FERNANDO SUENO JR.
SUBMITTED TO:
DR. REMAR APOLINARIO

Implementation of Korean and Other Foreign Languages in School

Uploaded by

Copyright:

Available Formats

Implementation of Korean and Other Foreign Languages in School

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Implementation of Korean and Other Foreign Languages in School

Uploaded by

Copyright:

Available Formats

IMPLEMENTATION OF KOREAN AND OTHER FOREIGN

You might also like