Lens of Language and Literature Programs in the New Norm Educational Setting amidst Pandemic

  • Adrian Abarquez University of Cebu
Keywords: language and literature program, new normal, educational setting, pandemic


The current COVID-19 epidemic, which began in China and has nearly infected every nation globally, is one of the most recent public health catastrophes of worldwide significance. The language and literature programs in public and private schools have become more flexible due to the new standard structure that the Philippines adopted due to the Covid-19 epidemic. This study utilized a basic qualitative design under a qualitative research approach. There were six (6) English teachers as participants. The participants answered open-ended questions about language and literature programs in one's school in the new normal of education through social media platforms, Facebook messenger. The data has yielded three (3) themes: learning competencies and guides of language and literature programs, approaches and programs to language acquisition and literature appreciation, and new learning methods towards language and literature programs. Hence, the language programs sharpen students' macro abilities, which they will use in real-life situations. Literature programs also seek to help students understand and appreciate literary appreciation and analysis. The utilization of diverse techniques, programs, and competencies will allow for more practical learning. It is essential to the teacher's job that we motivate students to master these abilities. We scaffold them to help them comprehend our goal, which is to prioritize education for students to see what is unseen in the actual world.


Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.

Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: Changing times, changing literacies. Newark, DE: International Reading Association.

Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7937

Borsheim, C., Merritt, K., & Reed, D. (2008). Beyond technology for technology’s sake: Advancing multiliteracies in the twenty-first century. The Clearing House, 82, 87–90. doi:10.3200/tchs.82.2.87-90

CHED. (2020). Ched Covid-19 Advisory No. 3. Retrieved from https://ched.gov.ph/wp-content/uploads/CHED-COVID-2019- Advisory-No.-3.pdf

Dekker, D. & Young, C. (2005). Bridging the gap: The development of appropriate educational strategies for minority language communities in the Philippines. Current Issues in Language Planning, 6, 182–199. doi:10.1080/ 14664200508668280

Deveci, İ., & Onder, I. (2013). The Students' Views Related to the Given Homeworks in the Science and Technology Courses: A Qualitative Study. Online Submission, 3(1), 1-9.

Department of Education. (2016). K to 12 curriculum guide for English. Retrieved June 6, 2016, from http://www. deped.gov.ph/sites/default/files/page/2016/English%20CG_0.pdf

DepEd prepares Self-Learning Modules for education's new normal. Department of Education. (2020). https://www.deped.gov.ph/2020/07/02/deped-prepares-self-learning-modules-for-educations-new-normal/.

DepEd. (2020). Official Statement Department of Education. Retrieved from https://www.deped.gov.ph/2020/05/06/official-statement-2

Educational Testing Service (2007). Digital transformation: A framework for information and communication technology (ICT) literacy, the international ICT literacy panel report. Princeton, NJ: Educational Testing Service

Furnham, A., & Chamorro-Premuzic, T. (2005). Individual differences in students’ preferences for lecturers’ personalities. Journal of Individual Differences, 26(4), 176-184.

Guo, Y.-R., Cao, Q.-D., Hong, Z.-S., Tan, Y.-Y., Chen, S.-D., Jin, H.-J., … Yan, Y. (2020). The origin, transmission, and clinical therapies on coronavirus disease 2019 (COVID-19) outbreak - an update on the status. Military Medical Research, 7. https://doi.org/10.1186/s40779-020-00240-0

Haertela, G. D., Walberg, H. J., & Haertela, E. H. (1981). Socio‐psychological environments and learning: A quantitative synthesis. British Educational Research Journal, 7(1), 27–36.

Harrington, D. (1999). Teaching statistics: A comparison of traditional classroom and programmed instruction/distance learning approaches. Journal of Social Work Education, 35(3), 343.

Hornberger, N. H. (2009). Multilingual education policy and practice: Ten certainties (grounded in Indigenous experience). Language Teaching, 42, 197–211. doi:10.1017/s0261444808005491

Karalis, T. (2020). Planning and Evaluation during Educational Disruption: Lessons Learned from COVID 19 Pandemic for Treatment and Emergencies in Education. European Journal of Education Studies, 7(4). https://doi.org/10.5281/zenodo.3789022

Killen, R. (2000). William Spady: A Paradigm Pioneer. Associate Professor Roy Killen Faculty of Education and Arts, University of Newcastle, Australia, p. 1-21. Retrieved from http://www.learningtolearn.sa.edu.au.

Lovell-Troy, L., and Eickmann, P. (1992). Course Design for College Teachers. Englewood Cliffs, N.J.: Educational Technology Publications.

Lynch, D. J. (2008). Confronting challenges: motivational beliefs and learning strategies in challenging college courses. College Student Journal, 42, 416-421.

McLaren, C. H. (2004). A comparison of student persistence and performance in online and classroom business statistics experiences. Decision Sciences Journal of Innovative Education, 2(1), 1–10.

Pacific Policy Research Center (PPRC) (2010). 21st-century skills for students and teachers. Honolulu, HI: Kamehameha Schools, Research & Evaluation Division.

Ramoroka, N. J. (2007). Educators’ Understanding of the Premises Underpinning Outcomes-Based Education and Its Impact in the Classroom Assessment Practices. The University of Pretoria. Development of Curriculum Studies. p. 14-71.

Ramsden, P., & Entwistle, N. (1981). Effects of academic departments on students’ approaches to studying. British Journal of Educational Psychology, 51, 368–383.

SEAMEO INNOTECH (2012). K to 12 toolkits: A resource guide for teacher educators, school administrators, and teachers. Quezon City, Philippines: Author

Smith, L. (2001). Content and delivery: A comparison and contrast of electronic and traditional MBA marketing planning courses. Journal of Marketing Education, 21(1), 35–44.

So, K., & Kang, J. (2014). Curriculum reform in Korea: Issues and challenges for twenty-first-century learning. The Asia-Pacific Education Researcher, 23, 795–803. doi:10.1007/s40299-013-0161-2

Thirunarayanan, M., & Perez-Prad, A. (2001). Comparing web-based and classroom-based learning: A quantitative study. Journal of Research on Computing in Education, 34(2), 131–137.

Tomlinson, C. (1995). Deciding to differentiate instruction in the middle school: One school’s journey. Gifted Child Quarterly, 39(2), 77-114

Toquero, C. M. (2020). Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7947

Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of Education in the Philippines: The New Normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), ep2001. https://doi.org/10.30935/ijpdll/8311

UNESCO. (2020). COVID-19 Educational Disruption and Response. Retrieved from https://en.unesco.org/covid19/educationresponse

Vez, J. M. (2009). Multilingual education in Europe: Policy developments. Porta Linguarum, 12, 7–24.