Communicative Competence in the Language Arts and Multiliteracies Curriculum: A Case Study in Teaching Strategies

Date of Award


Document Type


Degree Name

Master of Arts major in English Language and Literature Teaching (Option I-Thesis)



First Advisor

Ms. Maria Concepcion B. Montenegro


The limited studies on the implementation of the recently developed Language Arts and Multiliteracies Curriculum (LAMC) in English language teaching (ELT) motivated this case study to focus on reviewing the teaching strategies that two language teachers in a public secondary school in the Philippines utilized to address grammatical/linguistic, sociolinguistic, strategic, and discourse competences in the 21st century second language classroom. Moreover, this study identified the factors that affected the language teachers’ choice of teaching strategies to fulfill the communicative competence goal of the curriculum. Based on the analysis of data from class observations, teachers could facilitate the integration of two to four communicative competence areas in select teaching strategies depending on each activity’s intention to promote the learners’ understanding and use of language rules and vocabulary (grammatical/linguistic competence), application of language rules in distinct communicative functions (sociolinguistic competence), use of verbal and non- verbal communication strategies (strategic competence), or understanding of relationship among ideas in certain types of discourse (discourse competence). Several factors such as learners’ language fluency and learning style, teacher’s knowledge and experience in ELT, K to 12 LAMC and other teaching references, and restricted classroom technology access and awareness were revealed to have influenced the language teachers’ teaching strategies preferences. The study’s production of the list of teaching strategies pursuing the development of the learners’ communicative competence and the presentation of the different factors affecting their selection of teaching strategies would benefit language teachers, curriculum development, and teacher training in second language teaching contexts.

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